1. Enhancing multilingual education : a cognitive-inclusive path to language awareness and educational equityTina Čok, 2026, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: This study addresses the need for enhanced multilingual education in increasingly linguistically diverse classrooms. It presents a case study of an Italian elective class in Croatian Istria, where a cognitively informed didactic model was tested with 12 pupils aged 12–13. The model combines cross-language awareness, linguistic relativity and cooperative learning to strengthen linguistic sensitivity and inclusive multilingualism. Qualitative data analysed using grounded theory revealed improved reflective teaching practices and a deeper awareness of otherness. The findings confirm the model’s potential and the value of grounded theory for refining multilingual teaching strategies and curriculum design.
Ključne besede: multilingualism, education, foreign language learning, language policy and practice
Objavljeno v DiRROS: 26.03.2026; Ogledov: 199; Prenosov: 127
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2. Multilingualism and intercultural awareness – virtual reality or immersive experience?Lucija Čok, 2026, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: Monitoring, research and innovation of teaching practises in linguistic and cultural contact areas have changed throughout the author’s research career in such a way that the constant in implementing the empirical work into practise is the search for more original and effective solutions. New approaches to an educational and teaching culture that enables effective interlingual and intercultural communication in both analogue and digital environments open the way to strategies that reject the utopian ideas of unnecessary living contact with language, but put the laws of interpersonal communication into practise, prevent the degradation of the diversity of cultures and enable the preservation of the humanistic paradigm of our civilization.
Ključne besede: language contact, cultural coexistence, ethnic coexistence, language policy, language status, languages
Objavljeno v DiRROS: 26.03.2026; Ogledov: 218; Prenosov: 128
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3. A delicate balancing act : making decisions for Scottish GaelicGordon Cameron, Iain Caimbeul, Conchúr Ó Giollagáin, 2025, izvirni znanstveni članek Povzetek: Ethnolinguistic vitality (ELV) studies have long explored the functioning of minority communities, emphasizing the role of language and collective identity as key unifying factors. Since 2021, an ELV study in Poland has focused on collateral language communities – autochthonous groups linked to specific territories, whose languages are closely related to the dominant national language and often misclassified as dialects. Research on language policy and planning (LPP) decision making for Gaelic in Scotland attempted to map out the major preoccupations and identify blindspots held by those overseeing policy construction and implementation. Interviews with elite players in LPP development elicited key qualitative data which was benchmarked against core issues identified in a survey of participants in a putative Scottish Gaelic socioeconomy and social economy. The research uncovered discrepancies between official aspiration and socioeconomic reality, between benefits for individuals and help for communities, or between specific job sectors and the wider economy. More concerning, it becomes apparent that elite players are unclear on language revitalisation goals. While they understand that more needs to be done for the home and community, they lack strategic direction as to how to achieve this.
Ključne besede: Scottish Gaelic, decision making, language policy, revitalisation
Objavljeno v DiRROS: 09.02.2026; Ogledov: 540; Prenosov: 181
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4. The EU policy discourse on EdTech and constructing the image of an excellent teacherJanja Žmavc, Lucija Zala Bezlaj, 2024, izvirni znanstveni članek Povzetek: This article presents a discourse analysis of European Union (EU) policy documents on educational uses of digital technology (EdTech) from 2015 to 2022. It explores the ideological dimensions of language use and power relations, particularly concerning the teacher's role. Despite increasing critical scrutiny, the policy discourse in this period remains predominantly unidimensional, framing EdTech as a transformative solution. The study combines corpus-assisted analysis with critical discourse analysis and linguistic pragmatics to reveal how EU policy constructs a normative image of an ‘excellent' teacher inexorably linked to digital competencies. It shows how this discourse implicitly denies teachers' autonomy in technology adoption, reinforcing institutional power dynamics. The paper offers a critical perspective on the ideological underpinnings of language use in EdTech policy, challenging prevailing normative discourses and emphasising the need for a nuanced understanding of the socio-political implications and power dynamics inherent in the discourse surrounding teachers’ engagement with digital technology.
Ključne besede: EdTech, EU policy discourse, image of teacher, teachers, ideological language use, European Union
Objavljeno v DiRROS: 27.01.2025; Ogledov: 931; Prenosov: 812
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5. Teaching and learning the language of the neighbour country : tools for mainstream primary education in the Slovenian-Italian border areaIrina Moira Cavaion, 2022, izvirni znanstveni članek Povzetek: The article presents two central tools for teaching neighbour languages in border areas within the didactic framework of the Contact-Based-(Neighbour-)Language-Learning-andTeaching method (CoBLaLT, Cavaion 2015; 2016; 2019), namely a teacher’s guide to contact-based neighbour language teaching and the digital portfolio ‘My multimedia autobiography of crossborder contacts’ for pupils aged 11 to 15. They were developed as part of a postdoctoral project between 2017-2019 in the Italian-Slovenian border region. The article highlights the importance of making language teaching research a collaborative process between a strong scientific and professional community that thus fosters innovation and effectiveness of methods and contents in neighbour language learning.
Ključne besede: neighbourg langages, teaching, learning, multilingual border region, linguistic autobiography, European language policy
Objavljeno v DiRROS: 12.04.2022; Ogledov: 1716; Prenosov: 1044
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